Pupil Premium Grant

Pupil Premium Grant is funding provided to schools which is additional to the main school budget. It is allocated according to the number of pupils on roll who are eligible for

  • free school meals (FSM)
  • pupils who have parents in the armed forces (service children)
  • pupils who are looked after by the Local Authority (pupils in care).

Pupil Premium Grant is designed to tackle the achievement gap between pupils from low-income families and their peers. Poverty is one of the single most important factors in predicting a child’s future life chances.

It is for schools to decide how this additional funding is spent, since they are best placed to assess what additional provision should be made for their pupils. However, schools must be accountable for this additional funding; demonstrating the impact the funding has closing the achievement gap.

Pupil Premium Funding 2018-2019

The following report summarises how the funding for 2018-2019 at Park Gate Primary School will be spent and the planned impact Pupil Premium Strategy 2018-2019 .

The information below details how previous Pupil Premium Funding has been spent:

Funding Allocation

2016-2017

2017-2018

Type   of Pupil Premium

No. of Pupils

Amount

No. of Pupils

Amount

Free   School Meals

45

£59,400

43

£56,760

Service   Children

13

£3,900

11

£3,300

Looked   after Children

4

£7,600

1

£1,400

Post   LAC

3

£3,800

2

£3,800

Total   Funding

£67,100

£65,260

How the funding was used in academic year 2017 - 2018

Early morning additional support

Pupils who are identified as requiring additional academic support attend school slightly earlier and   receive one to one interventions. This support has been provided before the   start of the school day in order to ensure pupils are not withdrawn from   class time and also to encourage improved attendance. In addition, some   pupils have been involved in pre-teaching activities to ensure they are ready   to access the day’s learning prior to lessons beginning.

Inclusion Manager

The school’s Special Needs Coordinator (SENCO) role has been extended to include responsibility for   overseeing provision for vulnerable groups of pupils. Pupil Premium funding is used to ensure the inclusion manager does not have a teaching commitment   but is able to focus on closely tracking all vulnerable pupils.

In addition, the inclusion manager   provides support for individual pupils through the Framework for Enhanced,   Individual Pastoral Support (FEIPS). This individual pastoral support is available for all pupils and the inclusion manager is supported in the role through Hampshire Educational Psychology Service. Some of the pupil premium funds have been spent to purchase additional days of Educational Psychology support.

Professional Development

Staff training provided through   Pupil Premium funding this year has been used to provide targeted   professional development focused on maths, reading, writing and mental health and well-being.. This has been through   attendance at courses and commissioned support from the Hampshire Improvement   and Inspection Service (HIAS) for English and Maths and training provided by our Inclusion Manager.

Curriculum Enrichment

The   school works closely   with families to support additional curriculum and extra-curricular   activities where appropriate. This has included support with music tuition,   residential trips, attendance at clubs such as gym and karate and curriculum   trips. At times and where appropriate, funds have been used to ensure   families can afford school uniform and have sufficient learning resources for   home use.

Service Children

Progress of service children is   carefully monitored by the Senior Leadership Team. Monies raised from   Service children at the school are spent on several areas of support for   these children. One area is ensuring that this target group remain on track   to achieve the age related expectation in reading, writing and maths as well   as the remaining broad and balanced curriculum. This took the form of   tailored one to one or small group additional support, above and beyond the   first quality teaching costs. Another area of support was ensuring the   pastoral team had the correct expertise and set up to be able to fully   support our service children emotionally and socially as they adapt to   periods of time with unsettled family life.

Home-School Link Worker

The school has a full  time HSLW supporting vulnerable pupils and their families. There has been a   focus on attendance, safeguarding and supporting parents with managing   behaviour and learning at home. Some of the Pupil Premium funding has been used to ensure our HSLW has the correct training in order to maximise the  impact of her work and to carry out the role of Emotional Literacy Support Assistant (ELSA).

Learning Support Assistants

In order to ensure that vulnerable   pupils receive continuous support, some of  our funding is allocated towards providing additional LSA time.These members of staff provide additional targeted intervention to ensure we continue to close the gap between the attainment of pupil premium pupils and non-pupil premium pupils. They are also available for pastoral support for all vulnerable pupils. These   adults are also available for academic and pastoral support across the   school.  LSAs have also attended pupil progress meetings where progress of pupils is discussed and interventions are planned.

Learning Mentor and Emotional   Literacy Support Assistant (ELSA)

Our   learning mentor and ELSA   offer individually tailored and small group support to pupils who have any   additional emotional needs that may become a barrier to learning. They are   managed by the SENCO and have dedicated time allocated for this role.  Our FEIPS Practitioner and Learning Mentor are attending the FEIPS Conference focusing on Mental Health.  We also aim to train a further LSA in the role of ELSAto provide additional support for our pupils.

Impact statement for 2016/17

In   addition to the data impact indicated below, there are several areas that  indicate and measure the effectiveness of our strategy.

There have been increased incidents where children are more settled at school in the morning through targeted early morning intervention. Teachers report that   this approach has a positive impact on vulnerable children’s self esteem by  being settled at school, ready to learn and they already know the learning  focus or key questions that they are going to experience during the school day.

There is   a three year improving trend in attendance for these groups combined.   Strategic application of HSLW time has had a positive impact on attendance   for these and other groups of children as well as improving relationships   with parents. In addition, this role has had significant impact in supporting   parents with behaviour management and learning in the home.

The   2015/16 data is non-comparable with past data as these children have been   taught under the new government curriculum and assessment systems. However,   we can still measure the internal gap between our disadvantaged groups and   non-disadvantaged groups at this stage. By the end of KS2, there is a clear   narrowing of the gap for the combined figure of reading, writing and maths.   48% to 30% to 13% is a huge achievement over a three year trend in reducing the   gap between FSM/LAC and non FSM/LAC children.

Tailored   support and interventions have positively closed the gap in the combined   reading, writing and maths result for 2015/16 Key Stage Two data. In terms of   progress from Key Stage One to Key Stage Two, disadvantaged children have out   performed non-disadvantaged children in reading and maths. The writing gap is   reducing but not yet in line or better for this group. HIAS support has given   staff improved strategies for supporting disadvantaged children within the   classroom and beyond.

Comparisons   with the national average for pupils not eligible for Pupil Premium will   follow in early November. (TBC)